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Journal articles on the topic 'Frankfurt school of sociology – Congresses'

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Published: 4 June 2021

Last updated: 29 July 2025

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1

Swingewood, Alan, Tom Bottomore, and Helmut R. Wagner. "The Frankfurt School." British Journal of Sociology 36, no. 4 (1985): 640. http://dx.doi.org/10.2307/590349.

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2

Sznaider, Natan. "The other Frankfurt school." Distinktion: Journal of Social Theory 20, no. 2 (2018): 222–30. http://dx.doi.org/10.1080/1600910x.2018.1544576.

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3

Bogner, Artur. "Elias and the Frankfurt School." Theory, Culture & Society 4, no. 2-3 (1987): 249–85. http://dx.doi.org/10.1177/026327687004002004.

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4

McLaughlin, Neil, and C. Fred Alford. "Levinas, the Frankfurt School and Psychoanalysis." Canadian Journal of Sociology / Cahiers canadiens de sociologie 30, no. 1 (2005): 117. http://dx.doi.org/10.2307/4146161.

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5

Laberge, Yves. "Book Review: Revisiting the Frankfurt School." Sociological Research Online 18, no. 2 (2013): 223–24. http://dx.doi.org/10.1177/136078041301800201.

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6

Worrell, Mark P. "Joseph Freeman and the Frankfurt School." Rethinking Marxism 21, no. 4 (2009): 498–513. http://dx.doi.org/10.1080/08935690903145630.

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7

Brunkhorst, Hauke. "Rorty, Putnam and the Frankfurt School." Philosophy & Social Criticism 22, no. 5 (1996): 1–16. http://dx.doi.org/10.1177/019145379602200501.

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8

McLaughlin, Neil. "Levinas, The Frankfurt School and Psychoanalysis (review)." Canadian Journal of Sociology 30, no. 1 (2005): 117–20. http://dx.doi.org/10.1353/cjs.2005.0027.

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9

McCarthy, George E. "Book Review: The Frankfurt School in Excile." Contemporary Sociology: A Journal of Reviews 38, no. 6 (2009): 583–84. http://dx.doi.org/10.1177/009430610903800650.

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10

Satow, Roberta, and C. Fred Alford. "Narcissism: Socrates, the Frankfurt School, and Psychoanalytic Theory." Contemporary Sociology 18, no. 5 (1989): 841. http://dx.doi.org/10.2307/2073412.

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11

Bruck, Peter A., Judith Marcus, and Zoltan Tar. "Foundations of the Frankfurt School of Social Research." Contemporary Sociology 15, no. 2 (1986): 316. http://dx.doi.org/10.2307/2071765.

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12

Gunderson, Ryan. "Environmental sociology and the Frankfurt School 1: reason and capital." Environmental Sociology 1, no. 3 (2015): 224–35. http://dx.doi.org/10.1080/23251042.2015.1054022.

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13

Calhoun, Craig, Rolf Wiggershaus, and Michael Robertson. "The Frankfurt School: Its History, Theories, and Political Significance." Contemporary Sociology 24, no. 5 (1995): 703. http://dx.doi.org/10.2307/2077417.

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14

Black, Jack. "Grand Hotel Abyss: The Lives of the Frankfurt School." Rethinking Marxism 31, no. 4 (2019): 532–35. http://dx.doi.org/10.1080/08935696.2019.1650572.

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15

Gunderson, Ryan. "The First-generation Frankfurt School on the Animal Question." Sociological Perspectives 57, no. 3 (2014): 285–300. http://dx.doi.org/10.1177/0731121414523393.

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16

Gunderson, Ryan. "Environmental sociology and the Frankfurt School 2: ideology, techno-science, reconciliation." Environmental Sociology 2, no. 1 (2015): 64–76. http://dx.doi.org/10.1080/23251042.2015.1052217.

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17

Boucher, Geoff. "The Frankfurt School and the authoritarian personality: Balance sheet of an insight." Thesis Eleven 163, no. 1 (2021): 89–102. http://dx.doi.org/10.1177/07255136211005957.

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Frankfurt School critical theory is perhaps the most significant theory of society to have developed directly from a research programme focused on the critique of political authoritarianism, as it manifested during the interwar decades of the 20th century. The Frankfurt School’s analysis of the persistent roots – and therefore the perennial nature – of what it describes as the ‘authoritarian personality’ remains influential in the analysis of authoritarian populism in the contemporary world, as evidenced by several recent studies. Yet the tendency in these studies is to reference the final for

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18

Verovšek, Peter J. "Social criticism as medical diagnosis? On the role of social pathology and crisis within critical theory." Thesis Eleven 155, no. 1 (2019): 109–26. http://dx.doi.org/10.1177/0725513619888663.

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The critical theory of the Frankfurt School starts with an explanatory-diagnostic analysis of the social pathologies of the present followed by anticipatory-utopian reflection on possible treatments for these disorders. This approach draws extensively on parallels to medicine. I argue that the ideas of social pathology and crisis that pervade the methodological writings of the Frankfurt School help to explain critical theory’s contention that the object of critique identifies itself when social institutions cease to function smoothly. However, in reflecting on the role that reason and self-awa

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19

De Haan, Ido. "Instrumentalizing Antisemitism: Review of The Politics of Unreason." Krisis | Journal for Contemporary Philosophy 41, no. 1 (2021): 185–95. http://dx.doi.org/10.21827/krisis.41.1.37310.

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20

Staples, Clifford L., and Ben Agger. "The Discourse of Domination: From the Frankfurt School to Postmodernism." Social Forces 72, no. 1 (1993): 268. http://dx.doi.org/10.2307/2580171.

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21

Choi, Wai Kit. "Toward a Communist Immanent Critique: Maoism, the Frankfurt School, andAngelus Novus." Science & Society 73, no. 2 (2009): 208–16. http://dx.doi.org/10.1521/siso.2009.73.2.208.

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22

Alford, C. Fred. "Reconciliation with Nature? The Frankfurt School, Postmodernism and Melanie Klein." Theory, Culture & Society 10, no. 2 (1993): 207–27. http://dx.doi.org/10.1177/026327693010002011.

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23

Bolanos, Paolo. "Gerhard Richter, Thought-Images: Frankfurt School Writers' Reflections from Damaged Life." Critical Horizons 10, no. 3 (2009): 435–40. http://dx.doi.org/10.1558/crit.v10i3.435.

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24

Bocock, Robert, and Fred Dallmayr. "Life-World, Modernity and Critique: Paths between Heidegger and the Frankfurt School." British Journal of Sociology 43, no. 3 (1992): 505. http://dx.doi.org/10.2307/591562.

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25

Hrubec, Marek. "The Frankfurt institute at 100: The perspective of a trichotomic critical theory." Human Affairs 32, no. 3 (2022): 358–68. http://dx.doi.org/10.1515/humaff-2022-0029.

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Abstract This article was written on the occasion of the 100th anniversary of the Institute for Social Research in Frankfurt am Main, where the Frankfurt School was founded and continues to evolve. From philosophical and interdisciplinary perspectives, the article focuses on the trichotomic characteristics of critical theory, specifically: critique, explanation, and normativity. It looks first at the founding of the Institute for Social Research; second, at the emergence of critical theory at the Institute; and third, at how these ideas evolved. It identifies trichotomy underpinning Horkheimer

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26

Sunarto, Sunarto. "NEGATIVITAS TOTAL: KRITIK ADORNO TERHADAP RASIONALITAS DAN SENI MASYARAKAT MODERN." Pelataran Seni 1, no. 2 (2016): 137. http://dx.doi.org/10.20527/jps.v1i2.1883.

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Theodor Wiesengrund Adorno (1903-1969) adalah salah satu tokoh dari Mazhab Frankfurt, yang sangat akrab dengan Max Horkheimer. Keduanya membesarkan Mazhab Frankfurt. Adorno ahli dari berbagai bidang: filsafat, sosiologi, dan musikolgi. Pemikirannya saling bertautan. Kritiknya terhadap seni modern lebih kepada pertautan dengan sosiologi. Kondisi masyarakat modern post-aufklarung telah begitu memprihatinkan dengan mengorbankan hidup demi rasionalitas teknologi yang instrumental. Adorno menganggap telah terjadi pembalikkan total atas peran manusia sebagai subjek menjadi objek. Masyarakat modern t

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27

Baasch, Kyle. "Introduction to Nicos Poulantzas, ‘Theory and History: Brief Remarks on the Object of Capital’." Historical Materialism 30, no. 1 (2022): 237–48. http://dx.doi.org/10.1163/1569206x-12342069.

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Abstract In this Introduction I illuminate the importance of Nicos Poulantzas’s participation at a 1967 colloquium in Frankfurt commemorating the 100th anniversary of the publication of Capital. This colloquium is the only published record of a dialogue between a representative of Louis Althusser’s interpretation of Marx and a member of the first generation of the Frankfurt School and thus casts light on the relationship between these two traditions of critical social theory. After contextualising the colloquium and summarising Poulantzas’s paper, I outline some of the elements of the Frankfur

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28

Kaltofen, Carolin. "Engaging Adorno: Critical security studies after emancipation." Security Dialogue 44, no. 1 (2013): 37–51. http://dx.doi.org/10.1177/0967010612470392.

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Even though its focus on emancipation purposefully intends to build upon the intellectual legacy of the Frankfurt School, critical security studies has thus far only interpreted the Frankfurt tradition in a circumscribed manner. That is to say, it selectively drew on some concepts from critical theory that are most associated with Jürgen Habermas and Axel Honneth. However, as a result of this emphasis, Booth and Wyn Jones – the original proponents of critical security studies – give too little attention to thinkers such as Theodor W. Adorno. This article demonstrates that a re-engagement with

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29

McArthur, Jan. "The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach." Social Inclusion 9, no. 3 (2021): 6–15. http://dx.doi.org/10.17645/si.v9i3.4122.

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This article offers a conceptual exploration of the inclusive university from a Frankfurt School critical theory perspective. It does not seek to define the inclusive university, but to explore aspects of its nature, possibilities and challenges. Critical theory eschews fixed definitions in favour of broader understandings that reflect the complexities of human life. I propose that we consider questions of inclusion in terms of mutual recognition and use the debate between critical theorists Nancy Fraser and Axel Honneth to explain the implications of this approach. Central to Frankfurt School

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30

Haacke, Jürgen. "The Frankfurt School and International Relations' on the centrality of recognition." Review of International Studies 31, no. 1 (2005): 181–94. http://dx.doi.org/10.1017/s0260210505006376.

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The works of Jürgen Habermas have amounted to an inspiration to many within IR. His writings on communicative rationality and communicative action are widely regarded as a useful counterpoint to the emphasis on instrumental rationality and strategic action. Also, Habermas has greatly influenced the development of Critical International Theory. However, as other contributions in this Forum demonstrate, IR scholars have at times found it difficult to apply Habermas to service their specific social scientific inquiries. In particular, it has been difficult to unequivocally locate communicative ac

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31

Trom, Danny. "Elias on Anti-Semitism: Zionism or Sociology." Annales. Histoire, Sciences Sociales (English edition) 71, no. 02 (2016): 249–89. http://dx.doi.org/10.1017/s2398568217000164.

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This paper proposes to revisit the intellectual trajectory of Norbert Elias on the basis of an article published by the sociologist in a local Jewish newspaper in 1929 and entitled “On the Sociology of German Anti-Semitism.” It argues that in this seemingly circumstantial text, Elias asserts his decision to favor sociology, which had come to replace and envelop his engagement in the Zionist youth movement Blau-Weiss. This is evident in the article's somewhat ambiguous final sentence, where Elias presents German Jews with an alternative: collective emigration to Palestine or a lucid vision draw

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32

SPECTER, MATTHEW. "FROM ECLIPSE OF REASON TO THE AGE OF REASONS? HISTORICIZING HABERMAS AND THE FRANKFURT SCHOOL." Modern Intellectual History 16, no. 1 (2017): 321–37. http://dx.doi.org/10.1017/s1479244317000592.

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Two new works historicize the human faculty of reason. The first, a biography of Jürgen Habermas, traces the evolution of his postmetaphysical theory of reason from its origins to its most recent iterations. The second offers a far broader genealogy of the concept of reason in modern thought, especially in Kant, Hegel, Marx, and the Frankfurt school. Both depict Habermas as one of the most important protagonists in contemporary philosophy, but offer differing accounts of his place in the history of the “Frankfurt school.” The two also contextualize Habermas very differently. While Müller-Doohm

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33

Abromeit, John. "Anti-Semitism and Critical Social Theory: The Frankfurt School in American Exile." Theory, Culture & Society 30, no. 1 (2013): 140–51. http://dx.doi.org/10.1177/0263276412438597.

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34

L. Rappa, Antonio. "The end of the sociology of Marxism: on the meaning of capitalism in modernity." BOHR International Journal of Social Science and Humanities Research 2, no. 1 (2023): 138–41. http://dx.doi.org/10.54646/bijsshr.2023.38.

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This study is about the failure of sociology as a discipline and the evolution of its failure from a Neo Marxist perspective since the time of Nietzsche until the postmodern turn. The Berlin Wall was the metaphor for western Neo Marxism and Neo Marxist theory. This study makes use of how the Frankfurt School tried to salvage the namesake of Sociology only to fail as the Berlin Wall collapsed in 1989. The study concludes with the incipient nature of sociology as a discipline and how its seeds of destruction were already embedded at the time of its origin.

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35

Wolfe, Cary. "Nature as Critical Concept: Kenneth Burke, the Frankfurt School, and "Metabiology"." Cultural Critique, no. 18 (1991): 65. http://dx.doi.org/10.2307/1354095.

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36

King, Bradley. "Putting Critical Theory to Work: Labor, Subjectivity and the Debts of the Frankfurt School." Critical Sociology 36, no. 6 (2010): 869–89. http://dx.doi.org/10.1177/0896920510377519.

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37

Corchia, Luca. "The Frankfurt School and the young Habermas: Traces of an intellectual path (1956–1964)." Journal of Classical Sociology 15, no. 2 (2015): 191–208. http://dx.doi.org/10.1177/1468795x14567281.

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38

Müller-Doohm, Stefan. "Member of a school or exponent of a paradigm? Jürgen Habermas and critical theory." European Journal of Social Theory 20, no. 2 (2015): 252–74. http://dx.doi.org/10.1177/1368431015622049.

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The label ‘Frankfurt School’ became popular in the ‘positivism dispute’ in the mid-1960s, but this article shows that it is wrong to describe Jürgen Habermas as representing a ‘second generation’ of exponents of critical theory. His communication theory of society is intended not as a transformation of, but as an alternative to, the older tradition of thought represented by Adorno and Horkheimer. The novel and innovative character of Habermas’s approach is demonstrated in relation to three thematic complexes: (1) the public sphere and language; (2) democracy and the constitutional state; and (

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39

Pieniążek, Paweł. "Late Modern Individualization in Light of Critical Theory (the Frankfurt School): An Essay." Przegląd Socjologii Jakościowej 20, no. 1 (2024): 78–101. http://dx.doi.org/10.18778/1733-8069.20.1.05.

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The article describes the dialectic of the process of individualization in modernity and late modernity from the perspective of critical theory, particularly in its classical form (Frankfurt School). This dialectic consists in the transformation of individualization as a medium of emancipation into individualization understood not only as an ideology but most of all as a productive force of neoliberal capitalism, as a principle of its functioning. The article discusses the social-cultural determinants of this transformation, and subsequently the way in which late-modern individualism in the fo

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40

Kravchenko, S. A., and A. V. Shestopal. "Philosophy and Sociology Studies." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 151–58. http://dx.doi.org/10.24833/2071-8160-2014-5-38-151-158.

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Philosophy and Social science school of MGIMO has received both nationwide and international recognition. The traditions of the school were laid by two highly respected scientists and science managers, George P. Frantsev, who was the rector MGIMO during the crucial period of its early years, and Alexander F. Shishkin, who was the founder and head of the Department of Philosophy. The former belonged to one of the best schools of antic history studies of the Petersburg (Leningrad) University. Frantsev made a great contribution to the restoration of Russian social and political science after Worl

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41

Weber, Martin. "The critical social theory of the Frankfurt School, and the ‘social turn’ in IR." Review of International Studies 31, no. 1 (2005): 195–209. http://dx.doi.org/10.1017/s0260210505006388.

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Critical theory in the Frankfurt School mould has made various inroads into IR theorising, and provided many a stimulus to attempts at redressing the ‘positivist’ imbalance in the discipline. Many of the conceptual offerings of the Frankfurt School perspective have received critical attention in IR theory debates, and while these are still ongoing, the purpose of this discussion is not to attempt to contribute by furthering either methodological interests, or politico-philosophical inquiry. Instead, I focus on the near omission of the social-theoretic aspect of the work especially of Juergen H

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42

Finlayson, J. G. "Morality and Critical Theory: On the Normative Problem of Frankfurt School Social Criticism." Telos 2009, no. 146 (2009): 7–41. http://dx.doi.org/10.3817/0309146007.

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43

Dyzenhaus, David, and William E. Scheuerman. "Between the Norm and the Exception: The Frankfurt School and the Rule of Law." University of Toronto Law Journal 46, no. 2 (1996): 345. http://dx.doi.org/10.2307/825697.

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44

Jay, Martin. "1968 in an Expanded Field: The Frankfurt School and the Uneven Course of History." Critical Horizons 21, no. 2 (2020): 89–105. http://dx.doi.org/10.1080/14409917.2020.1759280.

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45

Ibsen, Malte Frøslee. "From Horkheimer to Honneth and back again: A comment on Asger Sørensen’s capitalism, alienation and critique." Philosophy & Social Criticism 48, no. 2 (2022): 155–63. http://dx.doi.org/10.1177/01914537211059507.

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This article comments on Asger Sørensen’s stimulating book “Capitalism, Alienation and Critique”. The article argues that Sørensen overlooks an important methodological contiunuity between Max Horkheimer’s and Axel Honneth’s work: namely, the model of immanent critique, to which both remain committed. Moreover, through a critical discussion of Honneth’s method of normative reconstruction, the article argues that globalized capitalism represents a serious methodological challenge not only to Honneth’s work, but to the Frankfurt School model of immanent crituque as such.

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46

Felski, Rita. "Good Vibrations." American Literary History 32, no. 2 (2020): 405–15. http://dx.doi.org/10.1093/alh/ajaa010.

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Abstract In recent years, the writings of the Frankfurt School have become heavily “sociologized” in form as well as content and no longer register on the radar of literary scholars. Hartmut Rosa’s Resonance (2019) may well reverse this trend. Ranging widely across literature, aesthetics and popular culture as well as sociology and politics, Rosa contends that the idea of resonance can help renew critical theory. Confronting a question that is also exercising literary scholars—Is it possible to orient away from negativity and skepticism without lapsing into dubious universalism or naïve affirm

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47

Plass, U. "From Critical Theory to Psychological Warfare: How Frankfurt School Intellectuals Fought the Nazi Enemy." Telos 2014, no. 167 (2014): 181–88. http://dx.doi.org/10.3817/0614167181.

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48

Harris, Neal. "Pathologies of recognition: An introduction." European Journal of Social Theory 22, no. 1 (2019): 3–9. http://dx.doi.org/10.1177/1368431018797504.

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For generations, critical social theorists have turned to the framing of ‘pathology’ to provide a theoretical infrastructure for their critique. Such an approach famously undergirds much of the Frankfurt School’s canonical work. Axel Honneth, current chair of the Institute of Social Research, continues this tradition. While Frankfurt School approaches have largely tied pathology diagnosis to a critique of historically mediated reason, a plurality of alternate conceptions exist. With the ascendancy of an intersubjective approach to critical social theory, the pathologies of the social have incr

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49

Eichberg, Henning. "Body Culture." Physical Culture and Sport. Studies and Research 46, no. 1 (2009): 79–98. http://dx.doi.org/10.2478/v10141-009-0006-0.

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Body CultureIn this article Author considers notion "body culture" — its role and place in the theory and practise of the specific kind of human movement activity related to variously conceived sport and physical culture. He researches this issue from the historical and contemporary point of view. He presents large theories on body and culture of Norbert Elias, Frankfurt School, phenomenology, Michael Foucault and Pierre Bourdieu context of justification. He analyses expression body culture also in the light of philosophy, sociology, anthropology, ethnology, psychology, education, linguistic,

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50

Fajarni, Suci. "Teori Kritis Mazhab Frankfurt: Varian Pemikiran 3 (Tiga) Generasi Serta Kritik Terhadap Positivisme, Sosiologi, dan Masyarakat Modern." Substantia: Jurnal Ilmu-Ilmu Ushuluddin 24, no. 1 (2022): 72. http://dx.doi.org/10.22373/substantia.v24i1.13045.

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The Critical Theory of the Frankfurt School through its emancipatory vision requires a new paradigm in social science that can liberate humans from the economic domination of capitalism, various established ideologies, and social order that is oppressive and unfair. This article aims to: 1) review in detail the variants of Critical Theory thought developed by the first, second, and third generations of the Frankfurt School; 2) explain the criticisms of Critical Theory on positivism; 3) describe the criticisms of Critical Theory on Sociology; and 4) reviewing the criticisms of Critical Theory o

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